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Unit 7 Quantifiers
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grammar in context. This lesson consolidates your students’ knowledge

2

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2

of quantifiers.
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25/3/09 11:14:59

Lesson length: 60 mins

Aim: 1. to review quantifiers (lots of, no, none, much, many, either, both, half, etc.)
2. to give practice using quantifiers in the context of defining vocabulary.

Preparation:
n You will need a copy of the following for each student:
Activity worksheet: Quantifiers (from Oxford Practice Grammar Advanced Supplementary Exercises
unit 7)
n You will need a copy of the following for each pair of students, cut in half:
Activity worksheet: Pairwork crossword

1. LEAD-IN
n Write these three sets of sentences on the board. Put the students into small groups to talk about the
different meanings.
1. (A) He’s a multi-millionaire. (B) He’s penniless. (C) He’s not too badly off.
(D) He’s so rich he doesn’t know what to do with it all!
2. (A) She ate the lion’s share of the pizza. (B) She ate the lot.
(C) She didn’t touch it.
3. (A) These plates are all ‘one-offs’. (B) These plates are mass-produced.

Go through the answers with the whole class.

Answers:
1 (A) He’s got lots of money. (B) He’s got no money. / He hasn’t got any money. (C) He’s got
some money. (D) He’s got too much money.
2. (A) She ate most of the pizza – the other(s) didn’t have much. (B) She ate the whole pizza. /
She ate all of it. (C) She ate none of the pizza. / She didn’t eat any of it.
3. (A) Each / Every plate is different. (B) All the plates are the same.

2. GRAMMAR REVIEW 1: Quantifiers for numbers and amounts
n Ask the class to recall some of the quantifiers (words like lots) from the previous activity. Write them
on the board:
lots (of) no any (of) some (of) (too) much most (of) all (of) none (of)
each all whole every

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n Copy this chart onto the board and ask the students to complete it with quantifiers:

1 ………………………………………… are used before uncountable nouns (e.g. money)

2 ………………………………….… are used before singular countable nouns (e.g. plate)
3 ……………………………………………… are used before plural nouns (e.g. plates)

n Go through the answers with the class, giving example sentences where necessary:

1 all, no, any, some, much are used before uncountable nouns (e.g. money)
2 no, any, each, whole, every are used before singular countable nouns (e.g. plate)
3 lots of, most, all, any, some, none of are used before plural nouns (e.g. plates)

3. REVIEW ACTIVITY
n Do a quick transformation drill based on the previous activity:

T: These plates are all ‘one-offs’. (each) SS: Each plate is different.
T: These plates are mass-produced. SS: All these plates are the same.
T: He’s penniless. (no) SS: He’s got no money.
T: He’s so rich he doesn’t know what to do with it all! SS: He’s got too much money!
T: She ate the lion’s share of the pizza. (most) SS: She ate most of the pizza.
T: She ate the lot. (whole) SS: She ate the whole pizza.

n Hand out Activity worksheet: Quantifiers. Give the students a few minutes to complete exercise 1,
another transformation exercise. Let the students compare their answers in pairs, then go through
the correct answers with the whole class.

Answers: 1 Every house on the small island was painted a different colour. 2 How much traffic will
there be on the road to the airport tonight? 3 Each snowflake is different. 4 A few of the runners (or
A few runners) didn’t complete the race. 5 None of the windows was (or were) cleaned yesterday.

4. GRAMMAR REVIEW 2: any, no and none of

students’ attention to any and none in the last two sentences in question 5 of exercise 1.
n Draw
Ask the class if they can think of a third way to express the same idea (No windows were cleaned
yesterday. = no + plural noun + positive clause).

5. REVIEW ACTIVITY
n Give the students a few minutes to complete exercise 2 on any, no and none on the worksheet. Let
the students compare their answers in pairs, then go through the correct answers with the whole
class.

Answers: 1 any … none 2 no … none of 3 no … any 4 No … any … none of

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6. GRAMMAR REVIEW 3: all, both, half, whole, each, every, either, neither
n Ask the students to find all the pens they’ve got and put them on their desks. See if they can follow
these instructions:
Pick up all the pens. Pick up half the pens. Pick up every other pen.
Pick up every third pen.
Pick the pens up with either hand. Pick them up with both hands.
Finally, can you pick a pen up using neither of your hands?

Clarify the meaning, form and pronunciation of any of the quantifiers the students seem unsure about.

7. REVIEW ACTIVITY
n Give the students a few minutes to complete exercises 3 and 4 on the worksheet. Let the students
compare their answers in pairs, then go through the correct answers with the whole class, clarifying
any further points of meaning, form and pronunciation as you do so.

Answers exercise 3: 1 whole OR half 2 All 3 whole … half 4 both 5 all … whole
Answers exercise 4: 1 neither 2 either 3 all … both 4 neither … all 5 either … both

8. GRAMMAR REVIEW 4: many, much, a lot of, more, most

n Remind the students about the multi-millionaire at the start of the lesson. Write these two sentences
on the board:

He’s got lots of money. He’s also got lots of problems.

n Can they transform the two sentences, using the word great in each one? Write the answers on the
board:

He’s got a great deal of money. He’s also got a great number of problems.

n Check again with the class which quantifiers can be used with countable nouns, which can be used
with uncountable nouns, and which can be used with both.

9. REVIEW ACTIVITY
Give the students a short time to scan the text in exercise 5 on the worksheet and to find out why
n
many students are having problems finding time to study (They have part-time jobs.).
n
Give the students a few minutes to complete exercise 5. Let the students compare their answers in
pairs, then go through the correct answers with the whole class.

Answers: 1 much 2 more of 3 many 4 a large number of 5 many 6 a great deal of 7 Many of
8 much of 9 much
n Finish this stage of the lesson with exercise 6, which gives practice in quantifiers in vocabulary
definitions.
Answers: 1 Assortment … many 2 Deficit … much 3 Complexity … a lot 4 Abundance … more

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 Grammar to go! Lesson Link

10. CONTEXTUALIZED ACTIVITY: PAIRWORK CROSSWORD

Task Instructions:
A. Divide the class into two groups, A and B. Give Student A worksheets to all the students in group A
and Student B worksheets to all the students in group B. Give the groups 5-10 minutes to prepare a
short definition for each word in the box at the top of the worksheet. Tell them to include a quantifier
from the lesson in each definition. Let them use a dictionary if necessary. Monitor the groups as they
work to give help where needed.
B. Regroup the students into AB pairs and tell them not to look at each other’s crossword. Students take
turns to ask their partner for a definition so that they can complete their crossword.

HOMEWORK
Ask the students to write a short text about one of these topics.
1. What’s your experience of being a student at school, college or university? Include any or all of this
information:

how often you study at home how much time you spend studying at home
how many students there are in a class how much free time you have
how often you use the library how often you use the computer

2. “The government should pay for all university students’ tuition fees and living costs.” Do you agree?
Encourage the students to include a variety of quantifiers in their texts, whichever topic they choose.

EXTRA HELP
Do your students need more help and practice with quantifiers?: Direct them to pages 84-92
of Oxford Practice Grammar Advanced and pages 38-42 of Oxford Practice Grammar Advanced
Supplementary Exercises.
Have you got the right books to develop and extend vocabulary?: Use units from Oxford Word Skills
for ‘I can…’ confidence.

© Oxford University Press Photocopiable page 4

 Some and any, no and none  2 86
Advanced
With Answers

7.7 Rewrite these sentences, adding some or any, and making any other
Advanced

Oxford Practice Grammar Advanced

With answers

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mar

necessary changes.Grammar
Supplementary Exercises

Lesson Link
d Supplementary Exercises helps you

Oxford
and other advanced-level exams.

signed for advanced learners George Yule

every page of grammar explanation in
ced including:
Practice
 I really like to take home chocolates and I was looking for in the airport, but I couldn’t find.
pand your vocabulary and improve

e you to write accurate longer texts in

prove your ability to produce more

English
Grammar
nations and examples in Oxford
p you with each exercise.

grammar practice that gets results

Activity
so Francis worksheet:
had to go to the shopQuantifiers
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 We didn’t have milk
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7 determiners and quantifiers

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 I tried to get cash from friends of mine, but they wouldn’t lend me.
2

C
2

Quantifiers  2 84
C

2
25/3/09 11:14:59

 If you could have painting by artist in history, which one would you choose?
1. Complete each sentence with a meaning similar to the sentence above it.
7.4

 All
Wasthethere parton
houses youthe
didn’t
smallunderstand?
island wereIspainted
there question?
different colours.
Every
 There won’t be a lot of cars on the road to the airport tonight, will there?
7.8 Complete these sentences with some or any plus of (the) where necessary.
How much
 No
We two
all tried to do it are
snowflakes without
the same. assistance, but us found it hard.
 Each
I was hoping to get stamps from Douglas, but he didn’t have .
 Most
I don’tofthink
the runners completedthem have finished yet, but
the race. first group may be
done
A fewsoon.
 They
Ronnie Doyle
didn’t grew
clean anyupwindows
in yesterday. remote area of Ireland and so he never received
None kind of training that other young athletes get at an early age.

2. Using
7.9
7.5 Complete these sentences
a dictionary with complete
if necessary, any, no orthesenone sentences
(of). with the adjectives and
quantifiers.
 I said that taxi would do, but they insisted there were available.
vague valuable versatile vigilant voracious a lot a lot of any many much
 Esther is shy, she has friends and the other girls play with her.
 People who are
At first he offered are able to do different
apology, but later he said he was sorry if hethings well.
had caused
7 determiners and quantifiers
 If things are problems. , they’re very important or worth money.
 Anyone or anything All, both, half, whole, each, every, either and neither
with ateams have beaten appetite is capableEuropean
English of eatingteams this year and.so
 A statement
them is one
will be in that isn’t clear or doesn’t give
the finals. information.

 Being
88–9 2
means paying attention to what is happening and watching for
7.10
3. Choose
7.11 Complete thethese
best sentences
answer (a–f)
signs of trouble for
with each
orall,
danger. question
both, half or(1–6) and add some, any, no or none.
whole.
 Can I have
I’ve seen James drinkjuice?
a ( mistakes
) bottle ofamilk
Sorry, I don’t have
by himself. .
7.6 Editing. Correct the ten in this text.
 Weren’t of the teachers
visitors mustthere? ( ) to the main
first report b Nooffice.
thanks, I’ve already had .
An
 Didn’t
The they want
embarrassing water?
momentwestern
for me was( ) when I was visiting
cof the
I’monesorry
mybut
country there’s
has been
friends left. Iby
devastated
from school. a civil
was war.
trying to
 Do you have
If you’re ambivalent change? ( )
about something, you have d They had absolutely good and bad .feelings about it.
help
We my
 Didn’t friend
made Carrie
theya huge
have potwith some
beer
of soup atthe
for all?housework sheehad
( ) and they
everyone to do on Saturday
No,
ate it morning.
of them were She gave me a
thirsty.
, the
basket
Would
thing. you like
of towels and told metea?to( put) them in the washing f Well, I phoned,
machine butlittle
and add theresoap
waspowder.answer.
When I

4. shook
7.12 the box,
Complete nonesentences
these the soap powder
withwould comeeither
all, both, out. Soor
I shook it few more times and suddenly
neither.

quite
 Heawas lot the powder
given poured into the
two opportunities machine.
to get it right,I didn’t
but know what to doanswer about that, so I just closed
was correct.
 There are no parking restrictions here, so you can park on side of the street.
the lid and started the machine. After about ten minute, I went back to the kitchen to get something 
 After carrying things up those stairs, my knees felt sore.
and most the floor was coveredofinthem
 Because soaphave
sudsdriving
bubbling out of the
licences, washing
nobody willmachine.
let Rod orThere
Stevewere evena
borrow
van to move their stuff.
several
4579872_OPGA_Suppex.indb 39 of small bubbles floating in the air. It was a big mess and I knew it was all my fault so I was11/5/09 11:13:17
 After passing the farm, you’ll come to a fork in the path and you can go in
really embarrassed.
direction becauseLuckily
they Carrie thought itlead was down
funny.to
It the
tookriver.
us a half of the morning to clean up

7.13 all the mess. these sentences with each, either or every, plus of where necessary.
Complete
© Oxford University Press Photocopiable page 5
 The girl had a different tattoo design on her fingers.
  It’s an agreement among friends or family that you’ll spend no more than £
 7.16 Choose the best answer (a–d) for each question (1–4) and add a lot, many, more
or much.

Grammar
 How to
times havego! Lesson
you been there? ( ) Link
a Enough for two boxes.
 How space do you have left? ( ) b Too , especially in winter.
 How can play at one time? ( ) c Quite . I go every year.
Activity
 How
worksheet: Quantifiers
does it rain there? ( ) d As as twenty people.

5. Complete each paragraph with one set of words (not necessarily in this order).
7.17
a great deal of / a large number of / many many / more of / much many of / much / much of
A According to a recent survey, students don’t have as () free time as they used to
and () them are taking part-time jobs, despite the ()
well-known problems that result from having a job while trying to study.
B As part of the survey, () students who identified themselves as ‘studying full-time’
were asked if they ever used the library in the evenings and () said they couldn’t
really do () studying in the evening because they had part-time jobs.
C () those interviewed said that so () their time in the late
7 determiners
afternoon or evening was taken up with work, that they didn’t have a chance toand
readquantifiers
or think very
() in the evening.
Many, much and a lot (of), more and most  2 90
7.18 Complete these sentences with two of the following words in each space.
6. Complete these definitions with the following words and a lot, many, more or much.
7.15
many (x) much (x) more (x) not (x) how of so too
abundance assortment complexity deficit
 northwest Scotland is mountainous and largely uninhabited, so there’s
 : a collection of different things or different types of the
to do there, unless you enjoy hiking and camping in rugged places.
same thing.
 I think it’s going to be very crowded because Marjorie invited people to her
 : the difference between how you have and a higher amount
party for such a small place. She said she wasn’t sure would actually come.
you need.
 research has been done on how this recently identified type of virus is being
 : consisting of of different parts or processes that are
transmitted and we still have questions than answers.
all connected.
 We’re obviously not being very efficient because, with workers involved in this
 : existing in large quantities and than enough.
project, we should be making progress than we are.
7.16 Choose the best answer (a–d) for each question (1–4) and add a lot, many, more
or much. 

 How times have you been there? ( ) a Enough for two boxes.
 How
4579872_OPGA_Suppex.indb 41
space do you have left? ( ) b Too , especially in winter. 11/5/09 11:13:18
 How can play at one time? ( ) c Quite . I go every year.
 How does it rain there? ( ) d As as twenty people.

7.17 Complete each paragraph with one set of words (not necessarily in this order).
a great deal of / a large number of / many many / more of / much many of / much / much of
A According to a recent survey, students don’t have as () free time as they used to
and () them are taking part-time jobs, despite the ()
well-known problems that result from having a job while trying to study.
B As part of the survey, () students who identified themselves as ‘studying full-time’
were asked if they ever used the library in the evenings and () said they couldn’t
really do () studying in the evening because they had part-time jobs.
C () those interviewed said that so () their time in the late
afternoon or evening was taken up with work, that they didn’t have a chance to read or think very
() in the evening.

© Oxford University Press

7.18 Photocopiable
Complete these sentences with two of the following words in each space. page 6

many (x) much (x) more (x) not (x) how of so too
 Grammar to go! Lesson Link

Activity worksheet: Pairwork crossword

Student A
Prepare definitions for these words. Use a quantifier in each definition.

ambidextrous bare broke (colloquial) capacity (a) handful (e.g. of people) majority
quarterly (a) surplus

Ask Student B to define your missing words: ‘What’s 1 down?’ ‘What’s 4 across?’, etc.
1
M A J O R I T Y

2
C
3
A 4
H A 5

6
S M P
B C A
I C A
7
H A N D F U L 8
B 9
N I
E A V T
X 10
Q U A R T E R L Y
T E
R
11 R O 12
B R O K E
U
13
S U R P L U S 14
S

Student B
Prepare definitions for these words. Use a quantifier in each definition.
biennial equal everyone multi-coloured sample semi-circle share (to) surround
Ask Student A to define your missing words: ‘What’s 1 across?’ ‘What’s 2 down?’, etc.

1
M J
U
L 2
C
3
T 4
S H A R 5
E
6
S E M I C I R C L E Q
C U
O A
7
H L 8
B I 9
E N N I A L
O A V
X 10
Q U E
R R
E Y
11S U R R O U N D 12
O K
N
13
P 14
S A M P L E

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